student.pdf
U校园新标准大学英语(第二版)综合2Unit 3 Sporting life Unit test(2020年7月整理).pdf
选词填空-填单词20题Directions:Complete each sentence using the words given below. Each word16) boost 17) chorus 18) precision 19) mystery 20) responsib le∧收起答案单词填空10题Directions:Complete each sentence with a suitable preposition or adverb.∧收起答案∧收起答案∧收起答案∧收起答案∧收起答案∧收起答案∧收起答案∧收起答案选词填空（15选10）10题Directions:Read the following passage, and select a suitable word for each blank from the word bank. Write down the corresponding letter for each item in the blank. Each word can be used only once.Here's a good example of why ice hockey is such a dangerous sport. Hockey is one of the few team sports where fighting is literally part of the game. Indeed,During an ice hockey match last year, one of the players hit the puck very hardwatching the puck fly through the air to see what happened next, but I surebut these two players were fighting very seriously! Both players' 39)want to get a penalty.∧收起答案仔细阅读5题Directions:Read the passage and answer the following questions.In this age of increased academic pressure and decreased institutional budgets, do high-profile, big-budget college athletics programs still make sense? In order to make an informed decision, you must weigh the advantages and disadvantages. In other words, what are the positive things that college sports offer and what are the associated negative things?First of all, college athletics offer excellent public relations with the college community, increase the college's national and international exposure, and provide wonderful fundraising opportunities. At the same time, sports programs provide education and training to potential future professional athletes – many of whom might not have received a quality education without the benefit of a sports scholarship.For a long time, college athletes attended school on a full or partial sports scholarship. This meant that things like tuition, room, and board were paid by the college in return for that student agreeing to attend the school and play on its team. However, in recent years, it has become common for these students to receive additional pay. This has become considerably controversial since many people view this as an unfair situation where certain students, because of their athletic ability, receive benefits that other students do not.Does financial compensation compromise academic and institutional integrity?I don't think so. For one thing, without these college athletes, the schools would not enjoy a majority of the revenue they receive from athletic departments. Student athletes are entitled to some form of compensation, and, since the demands of the sport often occupy most of their time, they are unable to keep other jobs. In addition, if college athletes are paid, it might stop many of them from going pro before they graduate. It would encourage students to complete their education before joining a professional team.What are the opposing arguments? Many people claim that schools with wealthy and successful sports departments devalue the academic environment in favor of athletic competition. The claim has also been made that certain sports, by sheer nature of their popularity, receive less attention and money and, therefore, the athletes are also treated less well. Unfortunately, this is also true with most female sports teams. However, it seems to me that, in most cases, these negatives are not a result of college athletics alone. Institutional commitment to all teams – popular and unpopular, male and female – would considerably help this situation.The ultimate question is whether colleges and universities should be the training grounds for future professional sports careers. College should be the place where young people go to learn about the world, develop their skills, and discover their passion. Why shouldn't this also be true for sports?41)The author of this passage is _______.A. making an argumentB. telling a storyC. describing a processD. persuading the reader42)With which of the following statements would the author likely NOT agree?A. Colleges currently give equal attention and money to all sports teams.B. Women's basketball teams receive less money than men's basketball teams.C. College should be a place for all students to develop professional skills.D. College athletes make a lot of money for their schools.43)Which paragraph presents the disadvantages of college athletics?A. Paragraph 3.B. Paragraph 5.C. Paragraph 4.D. Paragraph 2.44)The author is _______ college sports and paying student athletes.A. for and against different aspects ofB. in favor ofC. undecided onD. against45)Which of the following would make the LEAST appropriate title?A. College Athletes: Are They Worth the Money?B. College Athletics: Pros and Cons.C. College: No Professionals Allowed.D. Do College Sports Still Make Sense?参考答案：41) A 42) A 43) B 44) B 45) C∧收起答案。
欧美学生评教工具分析及对我国“金课”建设的启示
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新文科教育研究 2023 年第 3 期
即以课的多种特征作为“金课”的标准。蔡映辉认为，可以从课程设计、课程内容选 择与组织、课程实施、课程评价等四个要素定义“金课”。1 马浚锋、罗志敏对某重点 大学 298 份学生课程评价质性数据的分析发现，学生对“金课”或“水课”的评判依 据包括教师授课水平、考试难易程度、作业量、成绩理想和课程实用性等，其中，“水 课”参考点为 85 个，包括教师的授课水平一般、课堂要求少、考核“走过场”等；“金 课”参考点为 189 个，包括教师高超的授课水平、课堂的师生互动、丰富的知识及其 实用性等。2
1 参见蔡映辉：《评估与“金课”建设》，《中国大学教学》2019 年第 5 期。 2 参见马浚锋、罗志敏：《什么是大学“金课”：学生如是说》，《江苏高教》2019 年第 5 期。 3 参见吴艳云、田杰、谢少华：《“金课”的三种“镀金者”：形象描摹及其内涵解析——基于 16 位大
学生的深度质性研究》，《高教探索》2020 年第 10 期。 4 John I. Goodlad et al.，Curriculum Inquiry：The Study of Curriculum Practice，New York：McGraw-Hill，
学生的深度质性研究》，《高教探索》2020 年第 10 期。 6 参见周海燕：《“水课”里的“水”怎么挤出去？》，《高校教育管理》2019 年第 4 期。 7 参见董立平：《关于大学课程建设与改革的理论探讨——基于中国大学“金课”建设的反思》，《大学
教育科学》2019 年第 6 期。 8 参见吴岩：《建设中国“金课”》，《中国大学教学》2018 年第 12 期。 9 参见邓忠波：《大学课程中“水课”现象审视与“金课”建设进路》，《中国电化教育》2020 年第
托福TPO54听力原文+题目及答案解析+PDF下载
托福考试前很多考生通过TPO练习来提高自己的托福解答能力，目前TPO也已经更新到54了，今天上海学校托福小编给为大家分享TPO54听力原文及题目答案解析，方便大家做考前练习!托福暑期班已上线，报暑期优惠多多!托福TPO听力54原文及题目:STORY THEATER_故事剧院Listen to a conversation between a student and a professor of her theaterclass.Student:So, Professor Baker, about our next assignment you talked about inclass.Professor:Yes, this time you'll be in groups of three, each of you willhave a chance to direct the other two in a short scene from a play you've chosenyourself.Student:Right, and, well, I've been reading about story theater, and…Professor:Ah, story theater, tell me about what you've read.Student:Well, it's a form of theater where folk or fairy tales are actedout.It was…eh, introduced, by the director Paul Sills in the 1960s.In Sills'sapproach, an actor both narrates, and acts out a tale.So, like someone willappear on stage, and then will start narrating a tale, about…say a king, andthen the same person will immediately switch to and start acting out the role ofthe king, with no props or scenery.Professor:Sills, you know I actually saw his first story theater productionin 1968, he did the fairy tale ‘the blue light'.Student:Really, so whatever gave him the idea to produce that?Professor:Well, as you know, back in the late 1960s, lots of people in theUnited States were disillusioned with the government.Sills was grappling withhow to produce theater that was relevant in such times.Then he happened to read‘the blue light', and he realized that it had just the message he wanted. See, in the story, a man has lost all hope as a result of the unfortunate events in his life, completely turns his life around, with the help of a magical blue light. So,the blue light in the story symbolizes a way out of seemingly unsolvable human problems.And for Sills, that light symbolized an answer to the political turmoil in the US.Student:But weren't you…um, audiences bother that the actors wereperforming on a bare stage?Professor:Well, story theater is a departure from traditionaldramatictheater with its realistic elaborate props and scenery, but Sills could make us see, say a big tall mountain through the facial expressions and body movements of the actors, and they're telling of the story.We were all swept up, energized by such an innovative approach to theater, even if one or two of the critics weren't as enthusiastic.Student:Cool, so, anyway.What I really wanted to ask, I'd love to try doing story theater for my project instead of just a scene from a traditionalplay.Professor:Um, that's possible.A short tale can be about the same length asa single thing.Which fairy tale would you do?Student:Actually, I was reading about another director of story theater,Rack Stevenson.You know, he produces plays based on folk tales as well.Maybe I could direct one of those.Professor:Okay, yes, Rack Stevenson.Now, Stevenson's style's story theateris a little different from Sills's.He'll use simple props, a chair will represent a mountain, but the significant difference is with the narrator.The narrator will play only that role.Let's talk about why.题目：1.Why does the student go to see the professor?A. To learn about the background of a director who was discussed inclassB. To ask permission to use a specific type of theater for her class assignmentC. To discuss the symbolism in a play she wants to use for herassignmentD. To find out what scenery she is allowed to use in presenting her assignment2.Why does the professor discuss the political environment in the United States in the 1960s?A. To compare events at that time to events that occurred in one of Stephenson’s playsB. To suggest that the woman do additional research on that period ofUnited States historyC. To point out why political themes are common in folk and fairy talesD. To explain Sills's inspiration for his first story theatreproduction3.According to the professor, what does the blue light in the fairy tale called "The Blue Light" represent?A. A plan that is impossible to followB. A conflict between two opposing forcesC. A solution to complex problemsD. A question that has no clear answer4.What is the professor's opinion about Sills's production of The BlueLight?A. He thinks that it was an inventive and powerful performance.B. He believes that the use of some props would have enhanced theperformance.C. He thinks that the theme is even more relevant today than it was in the1960s.D. He believes that it was less effective stylistically than some ofStephenson's plays.5.According to the professor, what is the most important difference betweenStephenson's and Sills's style of story theatre?A. The actor who plays the role of the narrator plays only that role inStephenson's productions.B. The actors wear elaborate costumes in Stephenson's productions.C. The stage settings are realistic in Stephenson's productions.D. Political themes are avoided in Stephenson's productions.(由于篇幅太长，答案和解析我们将以pdf提供给大家下载)索取“托福TPO听力54原文+题目+答案解析”PDF电子版，请加COCO老师微信(shnc_2018)，发送暗号“优化+TPO54”托福TPO听力54原文+题目:Migration of Zooplankton浮游动物的迁移Listen to part of the lecture in the marine biology class.And the sea is teaming with tiny organisms, but they don't get as muchpopular attention as say, whales.Microscopic algae just aren't as exciting I suppose.And yet those organisms are the foundation of the bulk of the marine food chain.Without plankton which is the global term for these tiny organisms, there will be no whales.Plankton is found both in fresh water and marine environments.Again it's a term we use for any small organisms that float along with the current, either because they are too small or weak to swim against it, or because they don't have any capacity at all to move by themselves.Plants and plant-like plankton are called phytoplankton while animals and animal-like plankton are called zooplankton.For over a century now, researchers have been trying to solve the mystery about zooplankton.You see some species of zooplankton migrate are……um…… not the way birds do when the seasons change.But daily, in the phenomenon we call Diel Vertical Migration or DVM, in the Diel Vertical Migration, sole plankton swim up near the surface of the water during the night and swim down to deeper water during the day.Depending on the species and region, this can be a round trip of between 100 and 400 meters.For a tiny microscopic organism, that's a huge distance. Remember now, zooplankton can't swim very well and DVM requires a lot of energy.So there must be an important benefit to these daily up-and-down commuting.We're not exactly sure what this benefit is.Though there are several compelling theories.I'll talk about them in a moment, but first I want to talk about what we do know or rather what we are pretty sure we know.So researchers generally agree that the stimulus for zooplankton DVM islight.Zooplankton tend to swim away from sunlight into deeper water where the sun's rays barely penetrate.At night, when the sun no longer illuminates shallower water, zooplankton head back toward the surface.Now why would light cause zooplankton to expend all that energy inmigrate?One popular theory is that zooplankton are hiding during the day fromvisual predators, eh……those animals that hunt by sight, the darkness provides safety during the day.Then at night after migrating upward, they have an opportunity to feed on phytoplankton that float at the surface.Make sense, doesn't it?But what do we do with the data showing that many kinds of zooplanktondon't dive deep enough during the day to become invisible to predators or that others dive deeper than it's necessary to escape hunters' eyes.And some zooplankton are bioluminescent, which means they have special organs that ligh up and make them visible even at great depth.Well, despite all these, we believe predator avoidance is a possible explanation because of studies done in fresh water lakes.It turns out there is a correlation between the presence or absence of vertical migration, and the presence or absence of fish that find their prey by sight.But what are some other possible explanations?Some researchers suggest that zooplankton migrate to avoid the sun'sultra-violet light.That would explain why some zooplankton are found at such great depth.Visible light may not penetrate very far down, but ultra-violet light can.And we know that some zooplankton have special pigments that protect them from the damage ultra-violet light can cause.That could be why some zooplankton are able to stay closer to the surface during daylight hours.And there is a third theory.Although it takes a lot of energy for the zooplankton to migrate, they conserve energy while floating in deeper colder water.So while they're not feeding, they are quietly digesting in cooler water.But remember, zooplankton consist of any number of different organisms.From microscopic worms to crab larvae to tiny fish, and they are found in a large range of marine habitats, cold water, warm water, shallow water, deep water. So there may be different reasons for different species.题目：1.What does the professor mainly discuss?A. The importance of zooplankton in the marine food chainB. The interdependence of two types of tiny marine organismsC. A physical feature of zooplankton that makes them well adapted for swimmingD. A phenomenon observed in some species of zooplankton2.Why does the professor conclude that zooplankton must derive an important benefit from diel vertical migration?A. Diel vertical migration uses up a lot of energy.B. Diel vertical migration exposes zooplankton to predators.C. Diel vertical migration prevents zooplankton from being able to digest phytoplankton.D. Diel vertical migration forces zooplankton populations to livepermanently in cold water.3.What does the professor imply about bioluminescent zooplankton?A. Their food source is different from that of other zooplankton.B. They probably do not rely on diel vertical migration to avoidpredation.C. They migrate deeper than other zooplankton species do.D. Most species are found in very cold water.4.Why does the professor mention fish that live in freshwater lakes?A. To point out that many aquatic species exhibit diel verticalmigrationB. To give an example of a species of fish that feeds on bioluminescent zooplanktonC. To make a comparison between fish and zooplanktonD. To support one of the theories explaining why zooplankton migrate5.Avoiding predators is one possible explanation for why zooplankton diveso deeply in the ocean. What two other explanations for this phenomenon does the professor offer?Click on 2 answersA. To avoid ultraviolet lightB. To avoid strong ocean currentsC. To digest in colder watersD. To find abundant food sources6.What does the professor imply about the reasons for diel verticalmigration in zooplankton?A. No single explanation for all species can account for thisphenomenon.B. Researchers have not been able to propose plausible theories to explain this phenomenon.C. All individual organisms have several reasons for migrating.D. Researchers were able to agree on an explanation for this phenomenonafter many years of investigation.托福TPO听力54原文:Benefits of Muon Detectors介子探测器的好处Listen to part of a lecture in an archaeology class.Professor: A popular misconception about archaeology, some people imaginewe just go out into the field with a shovel and start digging, hoping to find something significant.Well, while there is an element of luck involved, we have an array ofhigh-tech tools to help us figure out where to concentrate our efforts.One of the newer tools actually relies on particle physics, talk aboutinter-disciplinary.Here is a machine that brings together two very different sciences.This machine is called a muon detector.Muons are subatomic particles that result from cosmic rays.OK, let me start over.Cosmic rays aren't actually rays.They are basically protons zipping through outer space at close to light speed.And, when they collide with the atoms in earth's atmosphere, they break up into smaller particles -- muons.Now these muons are still highly energized, so they can easily pass on downto the earth's surface.In fact, they can pass through solid matter, so they can also penetrate deep into the surface.And it's this property of muons that archaeologists are taking advantage of.Let me explain, with the right kind of equipment, scientists can use muonsto create a kind of picture of the structures they are studying.Let's say we are studying a Mayan pyramid in central America.And we are interested in finding out if there are burial chambers or other roomsinside.Well, a muon detector will show a greater number of muons passing through the less dense areas inside the pyramid.Yes, Andrew?Andrew: Um…I'm not sure I get how this muon detector works exactly. Professor: Well, muons lose energy as they pass through dense material,like the stone walls of the Mayan pyramid.So more muons and more energetic muons will be passing through empty spaces.The muon detector can differentiate the areas where more muons are passing through -- the empty spaces, as well as where there are fewer muons, the walls and dense areas.These empty spaces will show up as darker, so we wind up with a kind ofpicture of the pyramid, and its internal structure.Andrew: A picture?Professor: Sort of like an X-ray image.Andrew: Ok, so if we see darker areas inside the pyramid, we assume it's an empty space with more muons.Professor: Exactly, with this technology, we can see what's inside the structure before we dig, so we know exactly where to explore and we can minimize the damage excavation can cause.Even a little damage could result in us losing vital informationforever.Now, muon detectors have been around for some time, but they have been improved upon since archaeologists started using them.In 1967 a physicist placed a muon detector beneath the base of one of the Egyptian pyramids of Giza.And he was looking for burial chambers.Now it happened that the muon detector found none.But he did demonstrate that the technique worked.Unfortunately the machine he used was so big that many archaeologistsdoubted muon detection could be practical.How could they get a massive piece of equipment into, say, the jungle of Belize?Then there was the issue of range.The machine used in 1967 could only scan for muons directly above it, notfrom the sides.So it actually had to be put underneath the pyramid, so it could look up.That meant if you wanted to find out what was inside an ancient structure, you first had to bury the detector beneath it.There's been a lot of work on these machines since then.And these problemshave been solved by and large.That's not to say the technology is perfect, it would be nice for example, to have a system that didn't take 6 months to produce an image.I suppose that's better than the year it took for the 1967 study to get results.But still...well, there is good reason to believe that with better equipment, we're going to see muon detectors used much more frequently.They are already being used in other areas of science, for example Japanese scientists studying the interior of volcanoes, and there are plenty of archaeologists who would love to use this technology.托福TPO听力54题目：1.What is the lecture mainly about?A. Misconceptions about muon detectorsB. An investigation of an Egyptian pyramid using a muon detectorC. The collaboration between physicists and archaeologists in thedevelopment of the muon detectorD. Benefits that muon detectors can provide to archaeologists2.What aspect of muons is most useful to archaeologists?A. Their ability to carry information from outer spaceB. Their ability to break down cosmic rays into smaller particlesC. Their ability to pass through solid matterD. Their ability to change the color of some surfaces3.According to the professor, what information can a muon detector provide about an ancient structure?A. The internal temperature of the structureB. The location of rooms within the structureC. The age of the structureD. The materials used to build the structure4.Why does the professor discuss damage to archaeological sites?A. To indicate a benefit of using muon detectors in archaeologicalresearchB. To describe an accident with a muon detector during a pyramidexcavationC. To explain how muon detectors are useful in reconstructing damagedsitesD. To explain why muon detectors were not often used in the past5.In what ways are modern muon detectors different from muon detectors used in 1967?Click on 3 answersA. Modern detectors are less expensive.B. Modern detectors use less energy.C. Modern detectors are not as large.D. Modern detectors take less time to produce an image.E. Modern detectors can scan in more than one direction.6.What is the professor's opinion about the newer muon detectors?A. She appreciates the help they provide despite the time they take to produce images.B. She fears that many archaeologists will be unwilling to learn to use them.C. She feels that they have greater potential in areas of science otherthan archaeology.D. They provide more accurate information about the age of objects thanolder detectors did.(由于篇幅太长，答案和解析我们将以pdf格式提供给大家下载)索取“托福TPO听力54原文+题目+答案解析”PDF电子版，请加COCO老师微信(shnc_2018)，发送暗号“优化+TPO54”托福TPO听力54原文+题目:Finding Historical Material寻找历史材料Listen to a conversation between a student and an employee in theuniversity's historical library.Employee: Morning, what can I help you find?Student: Well, I saw the internet that the university library has menus andthings from local restaurants, like the Springfield Eatery?Employee: Right, a lot of local businesses have donated materials to ourcollection, including that restaurant.I'm pretty sure we have ten or fifteenboxes of materials from there.Student: Good, I thought you were located in the main library, so I wentthere first and they sent me here.I haven't realized the university has aseparate historical library.I think what you're doing is great，collecting localdocuments and photos, keeping a record of the region.Employee: I'm glad you see the value of it.We've been collecting materialsfor going on seventy years st year we had an exhibition that showcase howthe town square has changed over the past fifty years.So, that got the word out a little, but you're right.A lot of studentsdon't know we exist.Well, unless the major of new history.So, you're looking forsomething for class?Student: Not exactly.My grandmother went to this university, and while shewas here, she worked as a waitress.Employee: At the Springfield Eatery?Student: Yes, and that's where she met my grandfather.So, they'recelebrating their fiftieth anniversary this year.And I noticed online that you have old menus from some of the restaurants.I was thinking I could find one from the year they met and print a copy for them.Employee: What a unique idea!What year you are looking for?Student: Um, 1954.Employee: I know we have a few menus from the 1950s, but you'll have to check.There are some gaps, some years we didn't receive any new materials, and sometimes restaurants go a while without changing their menus.Student: Oh no, I really want to give them something special.Employee: Well, how about this? We also have a lot of photos, so maybe you could find one of your grandmother, or maybe even one with both your grandparents.Student: That would be awesome.Employee: The only thing is most of our materials are still in boxes.Noone's ever taken the time to organize them.So, it …it might require a fair amount of sifting.Student: Um, I have a couple of tests coming up, but I can take a quicklook, if that's okay.I know some libraries have special rules for handling delicate or old materials.Employee: Well, these aren't particularly old.Just the usual rules apply, no food or drinks.Student: Okay, thanks for your help.托福TPO听力54题目：1.Why does the man go to see the woman?A. To ask the woman if she has photographs of local businessesB. To conduct research for a history classC. To try to find a gift for his grandparentsD. To find out how long a local restaurant has been in business2.What does the woman say about an exhibition the library held lastyearA. It was in honor of the town's seventieth anniversary.B. It helped increase awareness of the collection.C. It was arranged by students who study history.D. It mostly included photographs from the 1950s.3.What does the woman imply about the menus?A. Most of the menus in the collection are from the Springfield Eatery.B. All of the menus in the collection are carefully organized in boxes.C. The menu the man is looking for is probably in the main library.D. The man might not find the menu he is looking for.4.What does the woman suggest that the man consider doing?A. Look for a photo of his grandparentsB. Frame a photograph of a menu from a different yearC. Call the restaurant to ask whether they have what he is looking forD. Take a picture of the restaurant5.Why does the man say this:A. To inform the woman that he has handled old materials in the pastB. To inquire whether the library has regulations for handling historicaldocumentsC. To imply that the library should do a better job protecting historicaldocumentsD. To argue that special precautions are not necessary in this case托福TPO听力54原文+题目:William Wheatley and Broadway Theaters威廉?惠特利和百老汇Listen to part of a lecture in a theater history class.One of the things New York city is known for is its Broadway theaters，theproductions of elaborate musicals.A lot of money goes into producing a musicalwith the actors, costumes, scenery and so on.The shows are designed to appeal tolarge audiences, to make the production financially viable.But theater didn’talways appeal to the masses.In the middle of the 19th century, with mostlywealthy residents who were going to Broadway, they would see an opera that wasprobably written and produced in Europe before making its way all over to NewYork.It was a scene for, well, the socially prominent, the upper class, whoattended these functions, perhaps, because they felt obligated rather thanbecause of a genuine interesting theater.But, in the 1860s, something else started to occur.The middle-classpopulation began to grow, and they were looking for a source ofentertainment.Keep that in mind while I talk about the theater owner named William Wigley.In 1866, Willian Wigley had this show, um, and it was different from most shows on Broadway at the time because it wasn’t an opera.And, it was developed right here in the United States, in English, unlike the operas which were typically Italian or French.Wigley also decided to incorporate some fancy production techniques, stage effects.The show also included music to make it more entertaining.And, through a stroke of luck, a world-renown ballet troop became available just as weekly show was about to open.So, he didn’t hesitate to include the ballet dancers in his production.Along the lines of those special affects I mentioned, Wigley redesign the entire stage for the show.Every floor board on the stage could be lifted up or pushed down.They were all moveable.This allowed for trap doors to be placed anywhere on the stage.So, pieces of the set, of the scenery, could easily be stored beneath the stage.And these trap doors also gave performers another less traditional way to enter in exit of the stage.Well, today, we might not think much of it, things like this are standard nowadays，the concept was quite novel at the time of Wigley show.And was one of the things that made the show a hit with audiences.Another innovative element in the show was a scene called the‘transformation scene’, during this scene, the audience watched in amazement that a setting on stage changed from a moonlit cave to a throne room in a palace.Normally to have this type of major scene change, the curtains were closed, the stage crew would remove the previous set and replaced it with the new one, and then, the curtains would open again.In this instance though, the transformation to place in front of the audience using simple machinery.And thisaffect would have the lasting impression on everyone who saw Wigley’sproduction.In fact, those people were probably disappointed when they saw another show that didn’t contain something is, well, as elaborate or exciting.So, look, when it premiered, Wigley show took audiences by surprise, it appealed to largecrowds including the growing middle-class, the show ran for almost two years straight in New York city, and achievement unheard of at the time whenproductions typically lasted weeks or months, not years.It also went on tour visiting different cities across the United States for over 25 years.So, the show was quite a success.And with all that in mind, some people call Wigley show the first musicalon Broadway.Now our current definition of a musical is that it tells a storythrough dialogue and song.In Wigley show the musical sections, well, they didn’tnecessarily integrate well with the story.Giving an overall impression ofsomething more like a variety show, yes, everything was loosely focused aroundthe central scene, so maybe it’s fair to say then that the show gave audiences ahint of a new form of musical theater， that would ultimately appear on Broadway in the decades to follow.题目：1.What is the main purpose of the lecture?A. To describe the influence of opera on Broadway productionsB. To explain how new technology allowed for enhancements to BroadwayproductionsC. To evaluate financial decisions made by theater owner WilliamWheatleyD. To examine elements that set a particular theatrical production apart from earlier ones2.What was typical of theatrical productions in the United States before the 1860s?Click on 2 answersA. The productions originated outside of the United States.B. Only a limited segment of society attended the productions.C. People attended the productions because they were interested in the plots.D. The themes of the productions were typically related to the upperclass3.According to the professor, what was a reason for a change in theatrical productions in the United States during the 1860s?A. A growing middle class was in need of entertainment.B. Wealthy theater advocates provided additional funding for new productions.C. The interest of theatergoers shifted from opera to ballet.D. A new artistic movement was founded by a group of actors4.Why does the professor mention moveable floorboards on the stage in Wheatley's production?A. To explain the reason for an unexpected technical problemB. To highlight one of the production’s innovative features。
全新版大学英语综合教程2课文原文及翻译.pdf
学海无涯Unit1One way of summarizing the American position is to state that we value originality and independence more than the Chinese do. The contrast between our two cultures can also be seen in terms of the fears we both harbor. Chinese teachers teachers are are fearful that if skills skills are are not acquired acquired early, early, they may never be acquired; there is, on the other hand, no comparable hurry to promote creativity. American educators fear that unless creativity has been acquired early, it may never emerge; on the other hand, skills can be picked up later.However, I do not want to overstate my case. There is enormous creativity to be found in Chinese scientific, technological and artistic innovations past and present. And there is a danger of exaggerating creative breakthroughs in the West. When any innovation is examined closely, its reliance on previous achievements is all too apparent (the "standing on the shoulders of giants" phenomenon).But assuming that the contrast I have developed is valid, and that the fostering of skills and creativity are both worthwhile goals, the the important important important question becomes this: Can question becomes this: Can we gather, from the Chinese and American extremes, a superior way to approach education, perhaps striking a better balance between the poles of creativity and basic skills?Walton set up a college scholarship fund for employees'children, a disaster relief fund to rebuild employee homes damaged by fires, floods, tornadoes, and the like. He believed in cultivating ideas and rewarding success."He'd say, 'That fellow worked hard, let's give him a little extra,'" recalls recalls retired retired retired president president president Ferold F. Ferold F. Arend, who was stunned at such generosity after the stingy employer he left to join Wal-Mart. "I had to change my way of thinking when I came aboard.""The reason for our success," success," says says Walton, in a company handout, handout, "is our people "is our people and the way they're treated treated and and and the the way they feel about their company. They believe things are different here, but they deserve the credit."Adds company lawyer Jim Hendren: "I've never seen anyone yet who worked for him or was around him for any length of time who wasn't better off. And I don't mean just financially, although a lot of people are. It's just something about him -- coming into contact with Sam Walton just makes you a better person." Making the journey from log cabin to White House is part of the American Dream. But when Jimmy Carter was defeated in his attempt to gain a second term as President of the United States he found himself suddenly thrown out of the White House and back in his log cabin. cabin. This This is how he coped.SEAN: If that sort of thing happened only once in a while,it wouldn't be so bad. Overall, I wouldn't want to trade my dad for anyone else's. He loves us kids and Mom too. But I I think that's sometimes the think that's sometimes the problem. problem. He He He wants wants wants to to to do do do things things for us, things he thinks thinks are are good. But he needs needs to to give them more thought because:SEAN, HEIDI and DIANE: (In unison) Father knows better! (The lights quickly fade to black and then come up a second or two later. DIANE stands alone at the Down Right edge of the stage. HEIDI and SEAN enter Down Left and cross to the edge of the stage. )DIANE: Can you imagine how humiliated I was? An honor student, class president. And Father was out asking people to have their sons call and ask me to the prom! But that's dear old dad. Actually, he is a dear. He just doesn't stop to think. And it's not just one of us who've felt the heavy hand of interference. Oh, no, all three of us live in constant constant dread dread knowing that at any time disaster disaster can can strike because: Father knows better.I'd never realized how important daily routine is:dressing for work, sleeping normal hours. I'd never thought I relied so much on co-workers for company. I began to understand why long-term unemployment can be so damaging, why life without an externally supported daily plan can lead to higher rates of drug abuse, crime, suicide.To restore balance to my life, I force myself back into the real world. I call people, arrange to meet with the few remaining friends who haven't fled New York City. I try to at least least get get get to to to the the the gym, gym, gym, so so so as as to set set apart apart apart the the the weekend weekend weekend from from the rest of my week. I arrange interviews for stories, doctor's appointments -- anything to get me out of the house and connected with others.But sometimes being face to face is too much. I see a friend friend and and her ringing laughter laughter is is intolerable intolerable -- -- the noise of conversation in the restaurant, unbearable. I make my excuses and flee. I re-enter my apartment and run to the computer as though it were a place of safety.I click on the modem, the once-annoying sound of the connection now as pleasant as my favorite tune. I enter my password. The real world disappears.Thought you were safe sharing secrets with Internet friends? Wait for the doorbell...The runway felt different this time. It startled himfor a brief moment. Then it all hit him like a wet bale of hay. The bar was set at nine inches higher than his personal best. That's only one inch off the National record, he thought. The intensity of the moment filled his mind with anxiety. He began shaking the tension. It wasn't working. He became more tense. Why was this happening to him now, he thought. He began to get nervous. Afraid would be a more accurate accurate description. description. description. What was What was he he going to do? going to do? He He had never had never experienced these feelings. Then out of nowhere, and from the the deepest deepest deepest depths depths depths of his soul, of his soul, he he pictured pictured pictured his his his mother. Why mother. Why now? What was his mother doing in his thoughts at a time like this? It was simple. His mother always used to tell him when you felt tense, anxious or even scared, take deep breaths.So he did. Along with shaking the tension from his legs, he gently laid his pole at his feet. He began to stretch out his arms and upper body. The light breeze that was once there was now gone. He carefully picked up his pole. He felt his heart pounding. He was sure the crowd did, too. The silence was deafening. When he heard the singing of some distant birds in flight, he knew it was his time to fly.Racing Racing the the clock every day is such an exhausting exhausting effort effortthat when I actually have a few free moments, I tend to collapse. Mostly I sink into a chair and stare into space while I imagine how lovely life would be if only I possessed the organizational skills and the energy of my superheroines. In fact, I waste a good deal of my spare time just worrying about what other women are accomplishing in theirs. Sometimes I think that these modern fairy tales create as many problems for women as the old stories that had us biding our time for the day our prince would come.Yet superwomen tales continue to charm me. Despite my friend's warning against being taken in, despite everything I've learned, I find that I'm not only willing, but positively eager to buy that bridge she mentioned. Why? I suppose it has something to do with the appeal of an optimistic approach to life -- and the fact that extraordinary deeds have been accomplished by determined individuals who refused to believe believe that that "you can't" can't" was was the final word on their dreams. Men have generally been assured that achieving their heart's desires would would be a be a piece of cake. Women, Women, of of of course, course, have always believed that we can't have our cake and eat it too-the old low-dream diet. Perhaps becoming a superwoman is an impossible dream for me, but life without that kind of fantasy is as unappealing as a diet with no treats.1) The young woman described to the policemen the way the man ran up to her and grabbed the bag from her hand.2) All the people working for Sam Walton admire the way he manages Wal-Mart and the way he treats his employees.3) The neighbors were disgusted at the way he talked to his old father. 4) It's amazing the way the eight-year-old boy managed to stay so calm when he faced the emergency.1. You will find yourself penniless in a month.2. He found himself lying in a hospital ward.3. She found herself faced with the toughest job she had ever taken.4. Susan found herself in a trap from which she could not escape.1) Obviously what the speaker wanted to emphasize was the impact of these findings rather than the process that led to these findings.2) It seems that he is never bothered about what people would think about his behavior.3) The CEO never hesitates to let his employees know what he is planning for the company.4) The scientist will show the audience what a tele-operated robot can do for a family.5)Despite all this she manages to get her act together.1、She herself believed in freedom,so much so that she would rather die than live without it.2、Assuming the proposal is accepted,where are we going to get the money?3、Only by rewarding success can you bring out the best in your employess.4、It It’’s amazing the eight-year-old boy managed to stay so calm when he faced the emergency.5、Allen Allen should should should have have have known better known better than to lend such such a large a large sum of money to that untrustworthy cousin of his.。
Student_Enrollment_Application
STUDENT INFORMATIONStudent NamePhysical AddressCity, State and ZipEmail Address(s)Phone Number:DEGREE PROGRAM: JURIS DOCTOR (J.D.) and BACHELOR of SCIENCE in LAW (B.S.L.) This agreement is for the following program: JURIS DOCTORATE FIRST YEAR LAW STUDY (24 Semester Units-48 Weeks)First Year Start Date: May 1, 2011. First Year Completion Date: March 31, 2012.TUITION AND FEESAmerican Heritage University School of Law (AHU) enrolls students on a year-by-year basis for each year required to complete the program(s). The Juris Doctor (J.D.) program can be completed in four years when the student enrolls for unique programs of various lengths (First Year, 48 weeks; Second, Third and Fourth Year, 52 weeks). The Bachelor of Science in Law (B.S.L.) can be completed after successful completion of two years of Juris Doctor Degree studies—at least one year must be completed at AHU.The student is responsible for the following tuition and fees:Annual Tuition: $3,750 per year for a total of four years = $15,000 for the Juris Doctor (J.D.) degree program. The Bachelor of Science in Law (B.S.L.) is included in tuition.Fees: Reoccurring, non-refundable fees of $100 Registration Fee, $50 for WestLaw Membership and $100 Student Technology Fee. There will be an additional graduation and diploma fee of $500 for each degree graduation ceremony attended.Other Fees:Returned Check Fee: $35.00Certified Transcript Fee: $10.00Late Payment Fee: $25.00TOTAL TUITION and FEES FOR THIS ENROLLMENT AGREEMENT:LawStudyofJD1,•Year:FirstYear•Tuition: $3,750.00•Registration Fee: $100.00•Student Technology Fee: $100.00•WestLaw Membership Fee: $50.00•Total Tuition and Fees: $4,000.00First Year of Study Courses for This Year of Study Semester Units Weeks of Study LAW 100 - INTRODUCTION TO LAW 1 2 LAW 101 – CONTRACTS 8 16 LAW 102 – TORTS 8 16 LAW 103 – CRIMINAL LAW 714 Total 24 48Transfer Students Only: Please be advised that your “Plan of Study” is contingent upon receipt of your California Bar Evaluation and may be revised accordingly.PAYMENT TERMS FOR TUITION AND FEESStudent agrees to pay American Heritage University the total amount for tuition and fees stated in this enrollment agreement.INSTALLMENT PAYMENT SCHEDULEStudent agrees to pay:• A down payment of $500.00 at the submission of this enrollment agreement• The balance of the tuition will be paid in fourteen (14) monthly payments of $250.00 • Monthly payment is due on the 1st day of each month, beginning with the month that studies commence.• The annual percentage rate (APR) for interest is zero (0) percentStudents who fail to make timely payments may forfeit their rights and privileges as students of American Heritage UniversityCANCELLATION, WITHDRAWAL AND REFUND POLICYStudent’s Right to CancelA Student may cancel an enrollment agreement or withdraw from the American Heritage University at any time. A student who intends to cancel or withdraw must notify the University in writing following the directions outlined in the University catalog. Any money due the student will be refunded within 30 days.The student has a right to a full (100%) refund of all monies paid, including the Registration and Student Technology Fees, if cancellation is within five (5) calendar days after midnight of the date the Agreement was signed.A student who cancels or withdraws from the program later than five (5) days after midnight of the day on which the enrollment agreement is signed will be subject to a one-time non-refundable Registration Fee of $100, plus the Student Technology Fees of $100.00.REFUND POLICYExample: a student pays $3,750 tuition plus a $100 Registration Fee, $50 WestLaw Membership fee and $100 Student Technology Fee, for a total payment of $4,000 for the 48 week program. If the student then decides to withdraw after 12 weeks, then the student would be entitled to a refund calculated in the following manner: 48 (total weeks of the program) - 12 (weeks of tuition used) = 36 (weeks of tuition that was paid but not used); 36 / 48 = .75 or 75% (the percentage of the unused tuition to the full tuition); $3,750 (cost of tuition only, the Registration Fee, WestLaw Membership and Student Technology Fee are nonrefunable fees) x .75 = $2,812.50; $2,812.50 would be the amount refunded to the student.The period of given instruction is counted on a weekly basis, regardless of the actual daythat a particular course begins. Each week starts every Sunday at 12:00am and ends onSaturday at 11:59pm (Pacific Time zone). If notice is received after a particular week starts, then, that week is counted as a week of given instruction.If the school cancels a course, the school will make a full refund of all charges.You may withdraw or cancel this agreement and receive a refund by providing notice to the Chief Financial Officer by U.S.P.S. Certified Mail, addressed to:The Chief Financial OfficerAmerican Heritage University255 North “D” Street, Ste. 403San Bernardino, CA 92401This agreement is a legally binding instrument when signed by the student and accepted by the University. Your signature on this agreement acknowledges that you have been given reasonable time to read and understand it and that you have been given: (a) a written statement of the University’s cancellation, withdrawal and refund policy; (b) a University catalog that includes a description of the educational services, including all material facts concerning the University and the program, which are likely to affect your decision to enroll.My signature below certifies that I have read, understood, and agreed to my rights and responsibilities, and that the University’s cancellation, withdrawal and refund policies are clear to me. I understand that I am financially responsible for any and all charges incurred no matter which payment option I have chosen.Student Signature: Date:Signature of School Official: Date:Title of School Official::This agreement is accepted by: Date:ADDENDUM TO ENROLLMENT AGREEMENTThe purpose of this form is to certify that the student has read the following information contained in the American Heritage University catalog. Please initial each line and sign.Initial(*)1 Description of the instruction provided under each course offered by the institutionincluding the length of programs offered.2 The number of credit hours or clock hours of instruction or training per unit or units required for completion of the educational degree program.3The faculty and their qualifications 4The attendance, dropout, and leave of absence policies 5 The schedule of tuition payments, fees, and all other charges and expenses necessary for the term of instruction and the completion of the program.6The cancellation and refund policy. 7 For institutions that participate in federal and state financial aid programs, all consumers information that the institution is required to disclose to the student.8 All other material facts concerning the institution and the program that are reasonably likely to affect the decision of the student to enroll.*Student Signature: Date:I am aware of the fact that the California Committee of Bar Examiners requires 60 semester units (or the equivalent) of undergraduate education, transferable to a bachelor’s degree from a regionally accredited institution, for law school studies to commence.If the California Committee of Bar examiners does not find my records sufficient when I attempt to register as a law school student, I understand that I will be required to withdraw from school at that time. I will be able to apply for readmission as soon as all required credits are completed.I also understand that I will be responsible for all tuition and fees for the weeks I attended school before my withdrawal. All monies paid in excess of the fees and pro-rated tuition will be returned to me by American Heritage University.Signature of Student:Printed Name:Date:Signature of School Official: Date:Student Disclosure Statement of American Heritage University School of Law The following disclosures are required by California Business and Professions Code § 6061, Unaccredited Law School Rule 4.241, and Guideline 2.3(E):American Heritage University School of Law is not approved by the American Bar Association, and not accredited by the State Bar of California. The School of Law is registered with the State Bar of California to enable its graduates to take the bar examination upon competition of the Juris Doctor program. This institution has received full approval to operate from the Bureau for Private Postsecondary and Vocational Education (“Bureau”).American Heritage University School of Law has not applied for accreditation in the previous five years American Heritage University School of Law Assets: $789,752.12American Heritage University School of Law Liabilities: $105,136.08American Heritage University School of Law pass rates of students who have taken the California First-Year Law Students’ Examination (FYLSX) or the California Bar Examination (GBX) for the past five years are as follows (Data Source: State Bar of California):FIRST-YEAR LAW STUDENTS’ EXAMINATION (FYLSX) PASSAGE STATISTICS All Takers First Timers Repeaters Exam Date Took Passed % Passed Took Passed % Passed Took Passed % PassedOctober 2007 1 0 0.0 1 0 0.0 N/A October 2008 1 0 0.0 0 0 0.0 1 0 0.0GENERAL BAR EXAMINATION (GBX) PASSAGE STATISTICSN/AThe educational background, qualifications, and experience of the faculty and the names of any faculty or administrators who are members of the State Bar of California or who are admitted in another jurisdiction are as follows:Edward R. Green, Academic Dean, School of Law, First-Year Law ProfessorJuris Doctor, Magna Cum Laude, Valedictorian, Simon Greenleaf University, School of Law ; Licensed California attorney and legal educator for more than twenty years.Founding Dean and Emeritus Professor of Law, American Heritage University, School of Law.Gregory G. Yacoubian, ProfessorJuris Doctor, Summa Cum Laude, Valedictorian, American Heritage University, School of Law ; Licensed California practicing attorney.Certified Peace Officer Standards and Training Instructor, LAPD and California State University, Sacramento, California.Dr. Alex Naghibi, Assistant Dean, ProfessorB.A., English Literature, Phillips University, Enid, OklahomaM.A., Education majoring in AdministrationJ.D. with honors, Trinity Law School, Santa Ana, CaliforniaPh.D., Education, University of Southern California N.P.U.George Ackerman,ProfessorJuris Doctor,Master’s degree, Business AdministrationMaster’s degree in Sports Administration.Currently seeking a Ph.D in Sociology with emphasis in Criminal JusticeJames I. Akhere, ProfessorLL.B degree, University of IfeLL.M degree University of IfePh.D. in Law, University of Benin, NigeriaBarrister and Solicitor, a practicing attorney of over 30 years, and has published law books. Formerly a Law Lecturer at BeninSenior Research Fellow, Environmental Policy and Law, Global Institute for Energy and Environmental Systems at the University of North Carolina Adjunct faculty of Business Law at Limestone CollegeHe teaches elective courses and supervises capstone projects and dissertations at AHUSC School of LawOlga Alexeeva-Baker, ProfessorJuris Doctor, Summa Cum Laude, Valedictorian, American Heritage University, School ofLaw;Licensed California practicing attorney.Obinna Duruji, ProfessorB.A., M.S.,Ife University, NigeriaJuris Doctor,Thurgood Marshall School of LawAdmitted to the Texas State Bar, the District of Columbia State BarAdmitted Supreme Court of Nigeria and the Supreme Court of the United StatesHe has represented immigrants from over 37 countries.Appointment to represent indigent suspects before the Tribunal for the International Criminal Tribunal for RwandaCurrently practices in the areas of immigration, personal injury, employment discrimination and international human rights in Washington, DCJulie E. Lugar, ProfessorB.A.,Austin CollegeM.Ed,University of Arkansas, Little RockGraduated,Loyola University, New Orleans School of LawAdmitted to the Louisiana State BarLeah Naparstek, ProfessorJuris Doctor, Summa Cum Laude, Valedictorian, American Heritage University, School of Law;Degree in Education, Judaica Studies, Beth Rivkah Teachers Seminary;Licensed California practicing attorney.Patricia L. Ray, ProfessorJuris Doctor,Duquesne UniversityM.A.,University of PittsburgLL.M.,National University, SingaporeB.S.,Carnegie Mellon UniversityMember, California, New York, and Pennsylvania Bar AssociationsMember, U.S. Patent and Trademark Office Bar and the International Bar associationLegal Consultant for Financial Markets, Inc., and East West Management, Inc.The ratios of faculty to students since the establishment of the Law School are as follows:2008: 9 Faculty members per student;2007: 15 Faculty members per student;2006: 15 Faculty members per student;2005: 15 Faculty members per student.The education American Heritage University School of Law provides may not satisfy the requirements ofother jurisdictions for the practice of law and applicants should contact the jurisdiction in which they maywish to practice for that jurisdiction’s requirements.The method of instruction at this law school for the Juris Doctor (J.D.) degree program is principallyby technological means including interactive classes.Students enrolled in the J.D. degree program at this law school who successfully complete the first yearof law study must pass the First-Year Law Students’ Examination required by Business and ProfessionsCode § 6060(h) and Rule VIII of the Rules Regulating Admission to Practice Law in California as part of the requirements to qualify to take the California Bar Examination. A student who passes the First-YearLaw Students’ Examination within three (3) administrations of the examination after first becomingeligible to take it will receive credit for all legal studies completed to the time the examination is passed.A student who does not pass the examination within three (3) administrations of the examination after first becoming eligible to take it must be promptly disqualified from the law school’s J.D. degree program. If the dismissed student subsequently passes the examination, the student is eligible for reenrollment in this law school’s J.D. degree program, but will receive credit for only one year of legal study.Study at, or graduation from, this law school may not qualify a student to take the bar examination or to satisfy the requirements for admission to practice in jurisdictions other than California. A student intending to seek admission to practice law in a jurisdiction other than California should contact the admitting authority in that jurisdiction for information regarding the legal education requirements in that jurisdiction for admission to the practice of law.American Heritage University School of Law was issued a Notice of Noncompliance by the Committee of Bar Examiners regarding noncompliance with Guideline 2.3(D) of the Guidelines for Unaccredited Law School Rules on October 17, 2008 and the Committee of Bar Examiners found American Heritage University School of Law’s response to be satisfactory on December 6, 2008.I acknowledgement receipt of a copy of this disclosure statement on the date listed below.Student Signature: _____________________________________________Printed Name: _________________________________________________Date: ________________________________________________________Authorized Administrator: ________________________________________Printed Name: _________________________________________________Date: ________________________________________________________。
polyu_student
2. PolyU NetID – Your Key to Central IT Facilities & Services2.1What is PolyU NetIDhe PolyU NetID (Net work Id entity) is your key to the central IT facilities on campus including University Portal, Academic Computing Services, Learning Management System, wireless LAN and other network facilities and services. It is your unique personal identifier known by the University’s computer systems which will enable you to apply a single username and password pair, named as PolyU Network Identity (NetID ) and Network Password (NetPassword ) respectively, to access the following facilities and services:• University Portal (myPolyU)• Academic Computing Services: mySystem, myWeb & mySurvey• Wireless LAN & Fixed Network Outlets• HelpCentre Online Tracking Service (HOTS)• Learning Management System - LEARN@PolyU (理學網)As for the Office Communication and Collaboration Suite (including the PolyU Connect Email Service) (section 4.3) which is a multi-service platform that integrates email with additional communication, collaboration and productivity services, a separate login ID and password pair is needed for access.Please note that the privilege to use these IT facilities and services carries with it certain responsibilities and obligations, which are set forth in the PolyU Acceptable Use Policy (AUP) for IT Facilities and Services (.hk/its/AUP.html ) as well as the University’s information security policies and standards published at the ITS website (https://.hk/itsecurity/gov_isps.html ).These policies require you to protect the integrity and security of the systems, and to comply with all applicable laws, contractual obligations and regulations. You must also abide by all the prevailing policies, rules, guidelines and standards applicable to the use of the PolyU IT facilities and services as announced by ITS.2.2NetID Registrationew students (i.e. students with new enrolment to PolyU study programmes) have to perform NetID registration via the ‘NetID Registration’ function of the PUsecure Identity Portal (IdPortal) to activate their entitlement for accessing the central IT facilities and services of the University. It can be done the next day after they have completed the programme registration procedures and received the student ID card from student administration offices.Procedures for NetID registration• At the PolyU Homepage (.hk ), click the myPolyU link beneath the rollingbanner to go to the University Portal (myPolyU) Login Page• Click the NetID Registration button to access the “NetID Registration” function of IdPortal • Select Student from the “User Class” drop-down menu• Enter your Student No. in the “User ID” text box• Click the Submit button to proceed• Enter all the required data and setup your email profile and Password Challenge Response(answers to be provided when resetting your NetPassword in case you have forgotten it) to complete the registration processPlease note that you must accept the PolyU Acceptable Use Policy for IT Facilities and Services and the Computer Systems Security Policy before you can complete the NetID registration process. Therefore, please read the policies carefully before accepting them during the registration process.TNYour NetID and other accounts will be available for use 30 minutes after you have completed the registration process. The account for accessing LEARN@PolyU (理學網) will be ready at 8:00 a.m. on the next calendar day. A confirmation email will be sent to the external email address you have provided during the registration process.2.3Your NetID and NetPasswordour NetID is pre-defined to be the same as your Student No., but with the last alphabeticcharacter in the lower case. For example:If your Student No. is : 14567890DYour NetID will be : 14567890dYou can select your own NetPassword which has to comply with the following rules:• It must be 8 to 20 characters long.• It must contain at least 4 unique characters.• It must contain at least one numeric character.• It must contain at least one uppercase and one lowercase character.• The first character cannot be a numeric or special character.2.4 PUsecure Identity Portalhe PUsecure Identity Portal (IdPortal) provides web-based functions for you to manage your NetID, NetPassword, and the accounts for accessing other facilities and services available to you. It is accessible at https://.hk .From IdPortal, you can:• Perform NetID registration• Set up Password Challenge Response• View your NetID profile• Change your NetPassword• Reset your NetPassword (in case you have forgotten it)A notification email will be sent to you after you have made changes to your NetID profile from IdPortal. Please refer to the FAQs in the PUsecure Service Website at .hk/its/pusecure/faq.php for more details.2.4.1 Changing Your NetPasswordFor security reason, you are strongly advised to change your NetPassword regularly via the ‘Change NetPassword’ function of IdPortal , and preferably once every quarter. A reminder email will be sent to you if you have not changed your NetPassword for more than 6 months.Procedures for Changing NetPassword• At the IdPortal Welcome Page (https://.hk ), click the Manage NetID button • Enter your NetID in the “Username” text box and NetPassword in the “Password” text box • Select the Identity Self-Service tab on the Main Menu• Select Change Password under “Password Management” on the Left Menu• Enter your Old NetPassword and the New NetPassword of your choice• Enter the New NetPassword again in the “Retype password” text box• Click the Submit button to confirmY T2.4.2 Resetting Your NetPasswordIf you have forgotten your NetPassword, you can reset it directly online via the ‘Forgot NetPassword’ function of IdPortal.Procedures for Resetting NetPassword•At the IdPortal Welcome Page (https://.hk), click the Forgot NetPassword button•Click the For Current Students, staff, Affiliates, Visitors, LST, EPROF button to proceed •Enter your NetID in the “Username” text box and then click the Submit button to proceed •Enter the Response (answer) for each presented challenge (question) and then click the Submit button to proceed•Enter the new NetPassword in the “New password”text box•Enter the new NetPassword again in the “Retype password” text box•Click the Submit button to confirmPlease note that when changing or resetting your NetPassword, you may also have to make corresponding changes to other related local passwords on your PC, if any (e.g. POP3 /IMAP email access password, password for connection to the PolyU Wireless LAN and network outlets), to ensure successful login. Please refer to the “Guideline for Changing Your NetPassword and other Related Local Passwords on Your PC” https://.hk/PolyU/General_Notices/Student_Guideline.pdf for the procedures.2.4.3 NetID Profile EnquiryVia the ‘NetID Profile Enquiry’ function of IdPortal, you can view your NetID profile including your personal profile, study profile, email profile, etc.Procedures for Viewing Your NetID Profile•After logging into IdPortal, select the Identity Self-Service tab on the Main Menu•Select NetID Profile Enquiry under “Information Management” on the Left Menu2.5 Graduation or Termination of StudyYour right to access the central IT facilities and services is governed by the resource entitlements of your role as a student. Your role will change from ‘Student’ to ‘Graduate’ once your graduation status has been confirmed or to ‘Terminated Student’ once your study has been terminated or completed. As a result, your entitlements to some resources as a student may be revoked upon the change of your role.For graduates, your student resource entitlements will be extended for 2 months after confirmation of your graduation status. After the end of the extension period, you may continue to use the PolyU Connect Email and Wireless LAN (on-campus) services.For terminated students, you may continue to use the PolyU Connect and Wireless LAN (on-campus) service for 2 years. If you would like to maintain your connection with the University after the 2-year period, you may register as an ‘Associate’ which will entitle you to continue using the PolyU Connect Email and Wireless LAN (on campus) services.Please note that according to the University’s NetID Allocation Policy, each student leaver is entitled to have either an ‘Alumni’ or ‘Associate’ NetID. For details, please refer to the ‘PolyU NetID Allocation Policy’ under ‘Guide & Policy’ of the PUsecure Service Web Site (.hk/pusecure).Procedures for registering as an ‘Associate’•After logging into ‘IdPortal’, select the Work Dashboard tab from the Main Menu•Click the Make a Process Request button•Select 09. Associate under ‘Process Request Category’ and click the Continue button•Select Registration for Associate resource•Enter your External Email Address and click the Continue button•Click the OK button to confirmAn email notification will be sent to you before your current role expires. Please remember to backup all necessary data on the systems before your entitlements are revoked. The data will be deleted after the expiry date and will no longer be recoverable.。
山东大学新生必读学生手册student_reference_2014
课程学习总学分要求各 学科、专业有所不同，以 培养方案的要求为准。 研究生课程分必修课（含
学位基础课和学位专业
课程学习。
课）、选修课和补修课。 完不成培养计划不能申请
答辩。
临床能力考核不通过不能进
课程学习；
参加学术活动； 入博士阶段学习；
进行临床能力考核。 进行不少于两年 未通过资格考试视情况继续 进行转博资格考试。 的临床实践，具 攻读硕士学位或按有关规定
2014 级研究生手册
山东大学研究生国内访学选派与管理办法 ................ 75 山东大学“国家建设高水平大学公派研究生项目”实施办法（修订） . 78 山东大学中外联合培养研究生情况简介 .................. 86 山东大学资助研究生出境参加国际学术会议管理办法....... 88 山东大学优秀研究生奖学金评审办法（试行） ............ 91 山东大学优秀研究生干部评选办法 （修订） ............ 100 山东大学研究生综合素质测评办法 ..................... 103 关于加强研究生实验安全的通知 ....................... 106 山东大学关于在校学生结婚和申请生育的管理规定........ 108
课程学习总学分要求各 学科、专业有所不同，以 培养方案的要求为准。 研究生课程分必修课（含 学位基础课和学位专业
课程学习。
参加学术活动； 课）、选修课和补修课。 撰写学术论文； 完不成培养计划不能申
参加社会实践； 请答辩。
课程学习；
参加前沿讲座，
在导师指导下进行论 前沿讲座为必修
文选题与科研。
环节之一，具体
论文中期检查
第六学期
英语类专业教学指南pdf
英语类专业教学指南pdfTeaching English language programs can be a rewarding and fulfilling career path for those who are passionate about the language and pedagogy. As an essential skill in today's globalized world, the demand for effective English instruction continues to grow, creating ample opportunities for qualified educators. This guide will provide a comprehensive overview of the key considerations and best practices in developing and delivering successful English language programs.Curriculum DesignThe foundation of any effective English language program lies in a well-designed curriculum that caters to the specific needs and goals of the target learners. Curriculum development should involve a thorough needs assessment to identify the language proficiency levels, learning objectives, and preferred instructional approaches of the student population. This information can then be used to create a structured sequence of lessons and activities that progressively build students' grammar, vocabulary, reading, writing, listening, and speaking abilities.When designing the curriculum, it is crucial to incorporate a balance of traditional and innovative teaching methods. While time-honored techniques such as grammar instruction and vocabulary drills remain important, integrating interactive, communicative, and technology-enhanced activities can greatly enhance student engagement and language acquisition. Incorporating real-world, contextual language use through role-plays, discussions, and project-based learning can also help students develop practical language skills for academic, professional, or personal applications.Instructional StrategiesEffective English language instruction requires a versatile repertoire of teaching strategies to accommodate the diverse learning styles and preferences of students. Experienced educators should be adept at utilizing a range of instructional approaches, including direct instruction, collaborative learning, guided discovery, and individualized support.Direct instruction, where the teacher presents new concepts and skills in a structured manner, can be particularly useful for introducing foundational grammar rules or building vocabulary. Collaborative learning activities, such as pair work and group discussions, encourage students to actively practice the language and develop communication skills. Guided discovery techniques,where the teacher facilitates student-led exploration and problem-solving, can foster critical thinking and autonomous learning. Additionally, providing individualized attention, feedback, and remediation can help address the unique challenges and needs of each student.Equally important is the ability to create a supportive and inclusive classroom environment that encourages risk-taking and fosters a positive, learner-centered atmosphere. Effective English language teachers should be adept at fostering a sense of community, building rapport with students, and promoting a growth mindset that celebrates progress and learning.Assessment and EvaluationOngoing assessment and evaluation are essential components of a successful English language program. Formative assessments, such as quizzes, classroom observations, and portfolio reviews, can provide valuable insights into student progress and inform instructional adjustments. Summative assessments, including midterm and final exams, can measure the achievement of learning objectives and gauge the overall effectiveness of the program.Beyond traditional testing, English language programs should also incorporate alternative assessment methods that evaluate students' communicative competence and practical language skills. These mayinclude oral presentations, writing samples, project-based assessments, and real-world simulations that mirror authentic language use. Providing timely and constructive feedback to students is crucial, as it helps them identify areas for improvement and fosters a culture of continuous learning and growth.Equally important is the need for program-level evaluation to ensure the curriculum, instructional strategies, and assessment practices remain relevant, effective, and aligned with the evolving needs of the learners. This may involve collecting and analyzing data on student outcomes, soliciting feedback from stakeholders, and engaging in regular program reviews and revisions.Professional Development and CollaborationMaintaining a high-quality English language program requires a commitment to ongoing professional development and collaboration among educators. Effective teachers should continuously seek opportunities to enhance their pedagogical skills, stay up-to-date with the latest research and best practices, and explore innovative teaching approaches.This can be achieved through a variety of means, such as attending conferences, workshops, and training sessions; participating in professional learning communities; engaging in peer observations and feedback exchanges; and pursuing advanced degrees orcertifications in English language teaching. By fostering a culture of lifelong learning and collaboration, English language programs can ensure their instructors are equipped to meet the evolving needs of their students.Collaboration is also crucial, both within the English language program and across different departments or institutions. Regular communication and coordination among instructors can promote the sharing of resources, the alignment of curricula, and the implementation of consistent teaching practices. Engaging with other subject-matter experts, such as content-area faculty or instructional designers, can also help integrate English language instruction into broader academic or professional contexts, ultimately enhancing the relevance and effectiveness of the program.ConclusionDeveloping and delivering a successful English language program requires a multifaceted approach that encompasses curriculum design, instructional strategies, assessment and evaluation, and professional development. By prioritizing the unique needs of the learners, implementing research-backed teaching methods, and fostering a culture of continuous improvement, English language programs can play a pivotal role in empowering students to develop their linguistic proficiency and achieve their personal, academic, and professional goals.。
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软件下载: /CTeXDownload/ 注意下载稳定的版本 编译: 打开后在见面界面的上方中间有箭头的地方找到“LaTeX” 按键, 按一 下就可以编译, 有错误时可以先打“r” 让它强行编译, 然后通过查阅编译后的文件 看看错在什么地方, 软件本身也会提示什么地方有错误, 但报错不一定精确. 查阅编译好的文件: 点上方中偏右处的 dvi 健 . . . . . . 接下来各位自己慢慢研究啊
AT X数学文章撰写简介 L E
作者: ytdwdw
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